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COMPREHENSIVE INSTRUCTIONAL PROGRAM REVIEW

Forms

Round Three 2012-2016

MUSIC DISCIPLINE AND PROGRAMS

Full-time Faculty

Mr. Donald Foster, Associate Professor Dr. Carolyn L. Quin, Professor

Office of Educational Services

Web Resources: http://www.rccd.edu/administration/educationalservices/ieffectiveness/Pages/ProgramReview.aspx

Need Help? Contact: Carolyn Quin, MVC (Carolyn.Quin@mvc.edu)

David Torres at David.Torres@rccd.edu is available for current data

Last Revised: February 2013

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Comprehensive Instructional Program Review 2013

MORENO VALLEY COLLEGE

MUSIC DISCIPLINE

A. Mission and Relationship to the College(s) Mission of the College adopted by the Academic Senate, October 7, 2013: Moreno Valley College inspires, challenges, and empowers our diverse, multicultural community of learners to realize their goals; promotes citizenship, integrity, leadership, and global awareness; and encourages academic excellence and professionalism. To accomplish this mission, we provide comprehensive support services, developmental education, and academic programs leading to:

• Baccalaureate Transfer • Associate Degrees in Arts and Sciences • Certificates in Career and Technical Education Fields • Post-employment Opportunities

The purpose of the music program at Moreno Valley College is to offer a systematic plan of study for developing skills in music theory, musicianship, music literature and appreciation, music education, group performance as vocalists, guitarists, and singers, and solo performance on guitar, piano, and voice through academic excellence and professionalism. The music program sees, as part of its mission, to add to the cultural life of the college community and the broader community by providing on-campus and off-campus performances and outreach programs in keeping with the usual and customary activities of music departments across RCCD, the state, and the country. The music courses offered at MVC lead to professional preparation in music. The focus of the music program is on developing the ability to communicate with others in “our diverse, multicultural community of learners” through and about music and on participating in life-long learning and service to others through music. The music program offers a program designed specifically for baccalaureate transfer to the California State University system, the A.A.-T. in Music; and the program also offers the Associate of Arts in Music for students whose terminal degree is the Associates degr08. The latter is a well-rounded course of study designed to address the specific strengths and weaknesses of each student enrolled in the program. Preparation prior to college-level work has to be taken into consideration when designing a program of study. With this program students can focus on areas where they may need to build skills while studying other areas where they need intense study in preparation for a career. The vision of the music program is to (1) promote global awareness among “our diverse, multicultural community of learners” through the courses and programs we offer; (2) to promote “citizenship, integrity, and leadership” among music students through participation in public performances and music outreach programs; and (3) to encourage “academic excellence and professionalism” in every thing we do.

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B. History The most recent Comprehensive Instructional Program Review completed by the Music discipline at Moreno Valley College was a collaborative RCCD report dated 2011 (based on 2008 data) that was compiled by the music disciplines at Norco College, Riverside City College, and Moreno Valley College. Based primarily on data from 2010, the report did not reflect the significant changes that have taken place at Moreno Valley College since fall 2010. The purpose of this college-specific report is to describe major developments, activities, changes, and projects in the music program since fall 2010 and to identify goals for the future that are specific to the college. With the addition in fall 2010 of a second full-time faculty member in music with expertise in music theory, music history, and keyboards, the music program began to shape its course offerings into programs designed for students who wished to focus on music as a major area of preparation. Prior to spring 2011, course offerings in music theory had been limited to MUS 3, Fundamentals of Music. In fall 2011, MUS 4, Music Theory I, was offered for the first time. The sequential music theory course, MUS 5, Music Theory II, was offered in spring 2012. Recognizing that there was an unmet need for additional sections of MUS 3, Fundamentals of Music, the faculty offered two sections of that entry-level class in fall 2012. MUS 4 was offered in spring 2013, and is now on a rotation to be offered every spring. MUS 5 is bring offered for the second time in fall 2013, and MUS 6 will be offered in spring 2014 for the first time. A four-semester sequence of music theory courses, which includes musicianship skills, is required for the Associate Degree for Transfer degree, the A.A-T. in Music. The college has the faculty expertise needed to offer this rigorous sequence of courses that provide a path for students to some CSUs. In fall 2012, a comprehensive, yet flexible, degree program in music was fully implemented to guide students who want systematic preparation in music through a broader preparation in this varied and complex field of study. Students in the terminal A.A. in Music program study music appreciation or film music appreciation, participate in vocal or guitar ensembles, study voice or guitar privately, and develop foundational keyboard skills through groupings of elective courses which give them more flexibility in scheduling and preparation. The capstone course for this degree is a one-semester course, MUS 22, Survey of Music Literature, in which students synthesize everything they have learned by applying their skills to the analysis of musical scores based on a comprehensive approach to music history and literature, music theory, composition, musicianship, performance, and analysis. Students report that this is the class that “brings it all together and makes everything they have learned make sense.” This course was first offered at Moreno Valley College in winter term 2012, and it will be offered again in spring 2014. To build a comprehensive music program, the faculty have reviewed the curriculum and deleted some courses from the Catalog and included others that were needed to balance the offerings and prepare students both broadly (A.A. in Music) and specifically for transfer (A.A.-T. in Music). Part-time faculty needed to bring more depth to the offerings have been hired to conduct classical vocal ensembles (MUS 31, College Choir, and MUS 83 Advanced Chamber Singers), to add to the prior offering of gospel choirs only, to teach private voice and guitar, to teach class voice (MUS 30), to offer guitar ensemble (first offering of MUS 70, Guitar Lab Ensemble, in spring 2014), and to expand the general education offerings to include MUS 23, History of Rock and Roll.

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The four courses in music theory (MUS 3, 4, 5, and 6) were extensively revised in 2012-2013 to comply with C-ID Descriptors for music theory and related musicianship classes. MUS 5 and MUS 6 have now been separately articulated with the UC system after minor revisions designed to match similar UC courses. All music lecture courses and performances courses are transferable to CSU and to UC. What were the goals and recommendations in the unit’s last program review (if any) and how has the unit responded to those goals and recommendations? This is the first college-based Comprehensive Instructional Program Review by the MVC Music discipline and programs. The RCCD 2011 Combined CIPR listed as the primary goal “to improve the facilities at each campus and grow the programs at Norco and Moreno Valley.” (page 4 of 15) Facilities for Music: The RCCD 2011 Combined CIPR in Music noted that the music program at Moreno Valley has four rooms on campus that are being used primarily used for teaching music courses: (1) PSC-4, the Music Interactive Technologies Lab (M.I.T.) in Parkside Complex, building 4, equipped with 18 Roland HP101 and HP 102 digital keyboards, the Yamaha LC3 Communications system and 32-mic-headphones, 10 Wenger performance chairs and music stands, an acoustic piano, a 2010 iMac computer, high-end speakers, a projector, and a large, flat-screen TV with DVD and VCR playback, and a storage cabinet. 2013 Status: That room is unchanged since Fall 2010. It is the primary room for all music theory classes, all piano classes, the open music lab space for individual and small group practice, and the primary room for most music activities; The maintenance of the specialized lab equipment is done by the faculty with help from specially-trained students. (2) Student Services 101 is a multi-purpose room and it provides a performance venue for all students with its stage area, high ceiling, and three-step, riser-like, entry to the stage area. It has a grand piano and access to a drum set, an electronic keyboard, and a Roland amplifier. Choir robes for the Gospel Choir and Singers are stored in a locked storage room designed for that purpose. In Fall 2011, the Associate Students of MVC purchased a new electric keyboard for the choirs, and in November 2013, the ASMVC purchased a new drum set for the Gospel Choirs. That equipment is also stored in the storage room in STU 101. 2013 Status: With increased use of this room by other areas of the college because of its size, the music program has more limited access to its most important rehearsal and performance space. The new SAS Building Assembly room may provide future performance space needs for some types of performances, and SAS 103 could provide a rehearsal space for the choirs, but storage space is limited in that building, and easy access to the equipment on a regular basis is important. (3) PSC-3 and LIB 136 are the primary rooms used for music lecture classes and guitar classes. LIB 136 is appropriate for guitar because it has chairs instead of desks, and it has a tile floor, so the softer acoustic guitars can be heard. PSC-3 has both a Mac and a Gateway computer, so the lecture classes with multimedia presentations can be run from two sources. The room also has high-end speakers and two pianos. 2013 Status: Nothing has changed. Both spaces are shared spaces with other disciplines.

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C. Data Analysis and Environmental Scan Enrollment, Success, and Retention Analysis

The enrollment analysis for the Music discipline at Moreno Valley College shows that the enrollments doubled in the fall 2010 when a second full-time faculty member joined the faculty. In the fall 2009, a total of 335 students were enrolled in courses taught primarily by one full-time faculty member. In fall of 2010, that number jumped to 629. Enrollments have continued to climb as the music program has continued to match the unmet student demand for more extensive offerings in music as part of comprehensive course offerings for transfer, for the development of a terminal degree program in music, and the development of a second degree program for transfer to the CSU system. Prior to the jump in enrollment in fall 2010, retention rates were at 91 percent. Those fell to a low of 81 percent as more rigorous music major courses were offered, but the retention rates appear to be improving as students learn to expect more rigor in the course offerings and as the music faculty collaborate on assessment of course student learning outcomes. Student success rates also fell in fall 2010 and have remained below 70 percent for three years, although those are also rising. Having the Music Interactive Technologies Lab available in PSC-4 for practice outside of classes has helped students prepare more effectively for music theory and music performance classes. Regarding success rates, students often incorrectly assume that a music course will be “easy,” and they continue to express their surprise when they discover the amount of work involved to be successful throughout the discipline’s course offerings.

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By comparison, retention rates for Moreno Valley College in fall 2010 were at 86.9% of all courses, slightly below the music retention rate, and success rates were at 71.4%, about four points higher than the music course success rates. The college rates for retention and success remained relatively steady between fall 2010 and fall 2012, unlike the music rates that fluctuated for the reasons explained above. The retention rates for the district (RCCD) from 2007 until 2012 also remained steady at about 84-85%, after several years of higher retention before the steep budget cuts. Success rates across the district were more in line with the music discipline’s percentages at Moreno Valley College in 2010 through 2012, hovering between 66.4% and 67.8% compared with slightly higher MVC Music rates of between 66.6% and 69.2%. Efficiency Analysis

Continuing the analysis of the impact of adding a second full-time faculty member to the music discipline at the college in fall 2010, the FTEF went from 1.71 to 2.98 and the Weekly Student Contact Hours increased from slightly over 1,100 students to slightly over 2,100. In fall 2011 a part-time choir director joined the faculty and student participation grew by another 106 students, dropping only slightly in fall 2012 as class sizes were further reduced for appreciation courses because of the loss of audio capabilities in the large lecture room (Humanities 129) and the initial offerings of lower-enrolled music “major” courses.

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Efficiencies for the music program are unusually high when compared with music programs at other community colleges because of a concerted effort on the part of the faculty to balance large lecture course enrollments with smaller-enrolled specialty classes in music that often have one or more prerequisites. Courses in music theory, which were first offered in fall 2011, required at that time two prerequisite courses. Sequential courses in music theory, now required for the terminal A.A. in music degree and also for the A.A.-T. transfer degree require up to three prerequisites before the students can complete the sequence of four courses. For that reason, they are rigorous and often can lower efficiency levels without careful planning. Using the State standard of 525 for “desirable efficiency,” the music program at Moreno Valley College has exceeded that standard since 2007. The highest efficiency rate was 713.26 in the fall of 2010 when the second full-time faculty member was added and total enrollments doubled. The drop to 680.78 in fall 2011 can be directly attributed to the loss of Humanities 129 as a large lecture room because the wiring for the audio was destroyed by rats living in the space above the ceiling of the room. The music lecture classes were gradually moved to a portable classroom in Parkside Complex 3, except for MUS 25, Jazz Appreciation. After an observation of the part-time faculty who was still assigned to teach in Humanities 129 with inadequate audio projection capabilities, that class was also relocated to PSC-3. The full-time music faculty have consistently requested a return to a large lecture space for the purpose of effectively serving more students in appreciation-level, general education and transfer courses. The Instructional Media Center has said that they will have the audio repaired in Humanities 129 by spring 2014. The expectation is that some music lecture classes will be scheduled in that room as soon as possible. Efficiency rates at the college are below the State recommended standard, with a fall 2010 rate of 485.88 and a fall 2012 rate of 495.53 and a slight drop in fall 2011. The music program efficiency of 713.26 in fall 2010 compares favorably with the college’s rates, and it exceeds the district’s rate of 554.45 for the same semester. By fall 2012, the district’s efficiency had fallen to 547.35, while the MVC music program continued to maintain high efficiencies above 525 at 642.97.

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D. Programs and Curriculum All course outlines of record for music courses at Moreno Valley College are updated regularly. Courses that are part of the shared curriculum within RCCD are updated in collaboration with the other two colleges. Every COR includes Student Learning Outcomes, and all faculty who teach in the program include SLOs on their syllabi. All Moreno Valley College music courses are transferrable to the CSU and UC systems according to final articulation agreements announced in November 2013. All music courses for which C-ID descriptors are available have been aligned with those descriptors and approved with C-ID numbers, including MUS-3, 4, 5, 6, and MUS-19; applied music classes, MUS-38 and MUS-87; and large ensemble courses, MUS-29, 31, 57, 58, 70, 71, and 77.

The Music Program at Moreno Valley College instituted a State-approved program leading to an Associate of Arts in Music, a terminal A.A. degree. It is intended to prepare students broadly for a variety of careers in music including some CTE-identified careers and also for the role of independent music teacher, or private studio teaching. This program was implemented in fall 2012. The focus of this program is on preparation for entry-level skills for many careers in music. Students can choose an emphasis in general music, music therapy preparation, or music history, in addition to lower division preparation in music theory, music history and literature, keyboard skills, and performance as a soloist or as part of an ensemble. The music discipline offers academically-based music courses in music theory, music appreciation, film music, jazz appreciation, music history, and teaching music to young children. Performance-based courses are offered in class settings in voice, piano, and guitar. In fall 2012 the music program began to offer a State-approved program terminal associate’s degree program in music, the Associate of Arts in Music. In the summer of 2013, the Associate Degree for Transfer (ADT) in Music was approved by the State. Based on the template provided by the collaboration with the CSU system, a description of the courses required for this degree will be placed into a 2013-2014 MVC Catalog Addendum by February 2014. However, students have been able to enroll in some courses designed to meet the requirements of that degree since the opening of the fall semester 2013. This program is intended to satisfy the requirements of SB 1440, the Transfer Model Curriculum. Upon the completion of 60 units, including the units required for the Associate in Arts for Transfer (A.A.-T.) in Music, students will be eligible for entry as juniors into the California State University system. They will then be on the track to earn the Bachelor of Arts degree in Music after completing an additional 60 units at the transfer institution. This program should be fully operational by fall 2014 with initial implementation in spring 2014 of a new required course, MUS-87, Applied Music Training, designed especially for the mandated requirements of that degree. The Moreno Valley College music program continues to develop its distance education course and evening class offerings in music. In 2010-2011, MUS-20, Great Composers and Masterpieces of Music Before 1820, and MUS-21, Great Composers and Masterpieces of Music After 1820, were added to its historically consistent online offerings of MUS 19, Music Appreciation. MUS-3 has been offered as a hybrid class since spring 2013. The hybrid format allows the program to use the only music laboratory classroom (PSC-4) efficiently to offer more students the opportunity to complete this entry-level music course. This important prerequisite course is required for both music degrees. MUS-23, History of Rock

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and Roll, will be added to the evening offerings in spring 2014. MUS-26, Film Music Appreciation; MUS-25, Jazz Appreciation; MUS-19, Music Appreciation; and MUS-57 and MUS-58 Gospel Choir and Gospel Singers, are offered regularly in the evenings. MUS-19, Music Appreciation, is offered in lecture and online formats every term. All Course Outlines of Records are updated and current except as noted below. Based on a five-year time limit for course updates, it is time to update the following courses that were last revised in 2009: MUS-1, MUS-25, MUS-26, MUS-31, MUS-37, MUS-38, MUS-58 (pending), MUS-71, MUS-72, and MUS-83. All music courses are transferrable to UC and CSU.

Name of Course / Program Date CORs Last Updated

Board of Trustees Approval Dates

Comments - CORs

MUS -1, Teaching Music to Young Children

06/16/2009 Last offered at MVC in winter 2011—will be offered again when budget allows

MUS 03, Fundamentals of Music 05/21/2013 Four sections offered per academic year

MUS-4, Music Theory I 05/21/2013 Offered every spring

MUS-5, Music Theory II 05/21/2013 Offered once a year

MUS-6, Music Theory III 05/21/2013 Required course for ADT degree—offered in spring as needed

MUS-19, Music Appreciation 12/11/2012

MUS-20, Great Composers and Music Masterpieces Before 1820

12/11/2012

MUS-21, Great Composers and Music Masterpieces After 1820

12/11/2012

MUS-22, Survey of Music Literature 04/17/2012

MUS-23, History of Rock and Roll 01/25/2011 New offering at MVC—offered in spring 2014

MUS-25, Jazz Appreciation No date on COR Course materials dated 2008

MUS-26, Film Music Appreciation No date on COR Course materials dated 2005

MUS-29, College Choir Currently in the approval process

Revised to match C-ID MUS 180, Large Ensemble; Approval by District Curriculum Chair and District Library Resource on 11/22/2013

MUS-30, Class Voice 06/17/2012 Repeatability removed effective fall 2013

MUS-31, College Choir 06/16/2009 Matches C-ID Descriptor for MUSC 180

MUS-32A, Class Piano I 04/16/2013 New “leveled” course to replace old repeatable course, MUS 32

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MUS-32B, Class Piano II 04/16/2013 New “leveled” course to replace old repeatable course, MUS 32

MUS-32C, Class Piano III 04/16/2013 New “leveled” course to replace old repeatable course, MUS 32

MUS-32D, Class Piano IV 04/16/2013 New “leveled” course to replace old repeatable course, MUS 32

MUS-36, Instrumental Chamber Ensembles

Approved by District Curriculum Chair and District Library Resource on 11/22/2013

In approvals now to match C-ID MUS 180, Large Ensemble

MUS-37, Class Guitar No date on COR Repeatability removed effective fall 2013; Course materials dated 2001

MUS-38, Beginning Applied Music Training

06/16/2009 Course materials vary, so there are no dates supplied

MUS-53, Keyboard Proficiency 05/21/2013

MUS-57, Gospel Singers 04/16/2013

MUS-58, Gospel Choir 06/16/2009 Major modification Pending to update to align with MUSC 180 Descriptor

MUS-70, Guitar Lab Ensemble 06/12/2012 New course for MVC; offered for the first time in spring 2014

MUS-71, College Chorus 06/16/2009 Course materials vary, so there are no dates supplied

MUS-72, Group Keyboarding Skills 06/16/2009 Course materials need updating; most recent is 2008

MUS-77, Guitar Ensemble Approved by District Articulation Officer on 12/02/2013

In approvals now to match C-ID MUS 180, Large Ensemble

MUS-83, Advanced Chamber Choir 06/16/2009 Course materials vary, so there are no dates supplied

MUS-87, Applied Music Training 04/16/2013 New course created in spring 2013-required for A.A.T. in Music

MUS-200, Music Work Experience Universal CTE Course not monitored by music program

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E. Student Learning Outcomes Assessment See Appendix A: Music Course Assessment Plan 2013 All courses offered are assessed regularly by both full-time and part-time faculty. The music program has 100% faculty participation in assessment. Because of the large number of music courses, the Assessment Plan has been attached as an appendix. See Appendix B: Mapping of Music Program PLOs to Course SLOs in attached document: MVC SLO TO PLO MAPPING_Music_SUBMITTED.pdf All courses in the terminal A.A. in Music have been mapped to the Program Learning Outcomes. Assessment of the program learning outcomes has not begun because the first completers are not expected until spring 2014. At that time, the faculty will develop a program assessment plan. Because the program includes a capstone course, MUS 22, Survey of Music Literature, a significant portion of the program assessment will be done in that course. Other portions of the program assessment will be completed in the ensembles, the applied music courses, and the guitar, voice, and keyboard classes. The results of SLO assessment in courses is ongoing. MUS 19, Music Appreciation is taught and assessed every semester. Student Learning Outcomes are assessed as part of the final exam and throughout the semester through research projects, writing assignments, and music listening exams. The most comprehensive data documenting assessment of SLOs exists for this course. MUS-19 has been offered online in a eight-week format for a number of years. The music faculty have assessed this course in the short-term online format and in a hybrid format. Over a period of two years, the music faculty have determined that Music Appreciation should be offered online in over 16-weeks to allow time for the extensive listening required for the course as well as for adequate evaluation of the mastery of course SLOs. Beginning in fall 2013, all online sections of MUS 19 in the fall and spring semesters at MVC are full-term courses. The short-term format may continue to be offered in the shorter winter and summer terms, because all courses offered in those terms are intensive, and students expect to focus on fewer subjects. Discipline faculty meet at least once a semester to discuss assessment. In fall 2013, a new offering, MUS-38, Beginning Applied Music, will be assessed for the first time by the two part-time faculty members who teach voice and guitar and the full-time instructor of record. The evaluation assessment forms are included in this report as Appendix C_APPLIED MUSIC ASSESSMENT FORMS. The two full-time faculty members assessed two sections of MUS 3, Fundamentals of Music, in fall 2012, in an effort to measure student learning in this important prerequisite course for the music theory sequence. The faculty members determined as a result of that assessment project that students were strong in the following: note names, key signatures, scale degree names, aural skills related to higher/lower and major scales. They needed additional work in the following: scale spelling, C clef notation, and octave identifications for the Grand Staff. As a result of the MUS-3 assessment findings, one faculty member with expertise in keyboard skills, provided three hours of instruction to all of the MUS-3 sections on building keyboard skills to improve reading from the grand staff and recognition of chords. In addition, the keyboard specialist provided instruction on playing scales and chords with correct fingerings, along with tips for preparing for musicianship exams involving keyboard proficiency skills.

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Another result of MUS 3 assessment was the incorporation of aural skills directly related to sightsinging using solfege syllables into the study of written theory concepts. A follow-up assessment will be done in fall 2014 to determine if these interventions have had a measurable difference in student success in subsequent music theory classes. The MUS-5, Music Theory II, course is being offered for only the second time in fall 2013. Results of the SLO-based final exam will be compared with the previous section of MUS-5 offered in spring 2012. MUS-4, Music Theory I, was first offered in fall 2011. Results of the final exam evaluation based on course SLOs at that time will be compared as closely as possible with the spring 2013 section of MUS-4. The course SLOs were revised significantly between the two course offerings, because of the need to align the course with UC music theory classes and to incorporate additional topics from the C-ID Descriptor. The newly revised courses for MUS-4, MUS-5, and MUS-6 contain significant changes in course content and specificity related to musicianship skills. MUS-32, Class Piano, had been assessed over two semesters based on “Level One Skills” and “Level Two Skills” developed by the piano faculty at MVC and a piano faculty member at RCC, as reported in the 2011 RCCD CIPR. In 2012, the State required all repeatable music skills courses to be “leveled,” so that task of leveling the MUS-32 class was done by the piano faculty at MVC and another piano faculty member at RCC. In fall 2013, the “leveled” MUS-32A, Class Piano I, and MUS-32B, Class Piano II, were offered for the first time as new courses at MVC. The placement test was given to five students in two sections, and four of them filed matriculation appeals. Because of a Datatel issue, only one student was successful in registering for MUS-32B. Required skills have been assessed throughout the semester at various times in both sections using similar evaluation tools, and the results will be compiled into an assessment report for MUS 32A in December 2013. Following is a comprehensive report on assessment activities in music courses as of June 2012: Music Assessment Report from June 2012: Based on courses in the 2011-2012 Moreno Valley College Catalog. Additional courses have been included in the curriculum and will be assessed as they are offered. This chart will be updated in June 2014. Course number

Title of Course Direct Assessment Date

SLOs Assessed (list numbers from CORs)

Direct Assessment Method* (choose a -

Assessment Cycle**

MUS-1 Teaching Music to Young Children

NA NA NA 0

MUS-3 Fundamentals of Music

SPR12 1, 2, 3, 4, 5, 6 (all)

a, b, c, d, e, i (musicianship)

2

MUS-4 Music Theory I FAL11 (first term offered)

1, 2, 3, 4, 5, 6 (all)

a, d, e, i (musicianship)

2

MUS-5 Music Theory II SPR12 (first term offered)

1, 2, 3, 4, 5, 6 (all)

a, d, e, f, h, i (musicianship)

2

MUS-19

Music Appreciation Ongoing 1, 2, 3, 4, 5, 6 (all)

a, b, c, d, e 3

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MUS-20

Great Composers and Music Masterpieces

SPR11 and SPR12

1, 2, 3, 4, 5, (all) assessed and course COR revised FAL11—New SLO 1, 2, 3 (all) assessed SPR12

a, c (5), d, e, h (research paper)

3

MUS-21

Great Composers and Music Masterpieces

FAL10 and FAL11

1, 2, 3, 4, 5 (all) assessed and course COR revised and assessed FAL11 (not launched)

a, c (5), d, e, h (research paper)

3

MUS-22

Survey of Music Literature

WIN12 (first term offered)

Course revised 2011-2012; SLOs 1, 2, 3 of new COR assessed (at level 7 in CurricUNET)

a, c(4), e, i (formal and harmonic analysis)

2

MUS-25

Jazz Appreciation

MUS-26

Film Music Appreciation

Ongoing 1, 2, 3 (all) a, b, c, h (research paper)

3

MUS-30

Class Voice FAL11 1, 2, 3, 4, 5 (all)

a (performance), b (initial and final vocal assessment), c (composer report), d (technique, standard terminology), e (section and individual practice), h (major performance), n (audience response)

3

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performance), n (audience response)

MUS-31

College Choir SPR12 1, 2, 3, 4, 5 (all)

a (performance), b (initial and final vocal assessment), c (composer report), d (technique, standard terminology), e (section and individual practice), h (major performance), n (audience response)

3

MUS-32

Class Piano FAL10, SPR11, FAL11, SPR12

1, 2, 3, 4, 5, 6 (all)

a, d (performance), h (final recital), i (skills demo by category)

3

MUS-36

Instrumental Chamber Ensembles

New to Catalog 12-13

NA 0

MUS-37

Class Guitar

MUS-38

Beginning Applied Music Training

Not offered as of 6/15/12

NA 0

MUS-39

Intermediate Applied Music

Not offered as of 6/15/12

NA 0

MUS-53

Keyboard Proficiency New to Catalog 12-13

NA 0

MUS-57

Gospel Singers FAL11 1, 2, 3, 4, 5 (all)

a (performance), b (initial and final vocal assessment), c (composer report), d (technique, standard terminology), e (section and individual practice), h (major

3

15

(technique, standard terminology), e (section and individual practice), h (major performance) n (audience response)

MUS-58

Gospel Choir Not offered as of 6/15/12

NA 0

MUS-77

Guitar Ensemble Not offered as of 6/15/12

NA 0

MUS-200

Work Experience Not offered as of 6/15/12

NA 0

*Examples of Direct Assessment Methods:

a. Exams b. Pre-Post Testing c. Writing Assignment d. In-class presentation e. Homework Assignment f. Portfolio g. Video h. Culminating Project i. Other (describe briefly)

Examples of Indirect Assessment Methods:

j. Survey/Self-Reported Learning (Parscore surveys from fall 2011 were indirect.) k. Student Interviews l. Focus Group m. Anecdotal Data n. Other (describe briefly)

**Assessment Cycle Options 0. No assessment 1. Assessment is in planning stages 2. Initial Assessment has been completed 3. Assessment is ongoing, cyclical

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F. Collaboration with Other Units including Instructional, Student Services or Administrative Units (Internal). This section is now optional.

Concert Series: The Music program has collaborated intermittently with the RCCD Foundation and the ASMVC to offer a concert series on campus that is free to the campus community. Concerts were provided between fall 2010 and spring 2013 as often as possible using funds donated privately to the RCCD Foundation and also funds provided to or raised by the ASMVC Music Club. The primary donors to the RCCD Foundation are the MVC music faculty. Continued efforts to find a more stable way to offer a consistent series of concerts materialized last spring when the ASMVC agreed to fund the music program for the purpose of providing at least five concerts per semester on campus. The funds have been awarded to The Music Club, and student members of the club provide ushering services and stage managing services at the concerts. In fall 2013, the Music@ MoVal Concert Series offered a Solo Vocal Faculty Recital, a professional production of “Highlights of Gilbert and Sullivan’s Mikado” by the Pacific Opera Project, a Guitar Recital of MVC students and special guests, a holiday concert by the Advanced Chamber Singers and a holiday concert by the Gospel Singers and Gospel Choir. A series of spring 2014 concerts is also planned with ASMVC funding. Library Resources: The music program has also collaborated with the Basic Skills Initiative to provide funding for an essential library research resource, Oxford Music Online electronic database, which contains Grove Music Online and other scholarly and reliable sources. When the budgets for the three college libraries were decentralized in 2010, funding for Oxford Music Online was retained by RCC. The Basic Skills Initiative funded the Oxford in calendar year 2011 and calendar year 2012. 2013 Status: The college provided funding in 2013 and in 2014. Music Program Website: During the 2010-2011 academic year, the music faculty worked with Julio Cuz, MVC’s institutional webmaster to build a comprehensive website highlighting the activities of the program. The website has been updated annually. The music program is part of the Humanities, Arts, and Social Sciences Department, and the link to the Music site can be found under Departments/Services, HASS, Music on mvc.edu.

G. Outreach Activities (External). This section is now optional. Discuss any activities or projects you have undertaken with other educational institutions, the community, or business/industry. Do you plan to begin any new outreach activities? If so, please describe. CHOIR OUTREACH: The Moreno Valley College Gospel Choirs continue a 21-year tradition or providing outreach to the community. Performances locally and regionally continue to represent the college to diverse audiences. With the addition of other vocal ensembles in fall 2011, students can now participate in choral ensembles that offer them a variety of musical styles, focused on the classical tradition, for the purpose of satisfying ensemble experience for transfer, or for personal enjoyment. The other choral ensembles include larger groups such as College Choir and more select groups such as Advanced Chamber Singers. Since the MVC choir directors have always been part-

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time faculty, the outreach activities of the choirs at the college have depended on the extensive volunteer services of an accounting faculty member to provide the extensive organizational structure required to arrange for transportation of choir members, choral equipment, and choir robes; to be sure that all college paperwork for off-campus travel is completed and filed properly; and to provide continuity between choral directors as changes occur. GUITAR OUTREACH: Moreno Valley College has been known as the “guitar campus” within RCCD for a number of years, largely because the part-time faculty member who teach guitar has been with the college for over ten years. The guitar program reaches out to local high schools and collaborates easily with our sister college, RCC, for outreach and performances. The MVC Guitar Ensemble will begin its initial outreach in spring 2014, as the program expands within the service area of local high schools. KEYS FOR KIDS: Purpose: This outreach program provides music instruction for four and five-year olds from the MVC Early Childhood Center designed to explore creativity, abstract concepts, and spatial relationships through individual piano instruction, singing activities, rhythm exercises including notation, improvisation, and movement. This program has been the signature outreach program for the MVC keyboard program since fall 2010. It is a cooperative program between the MVC Music Program and the Early Childhood Education Center on campus. In spring 2011, eight, five-year olds were selected for one-on-one piano lessons with volunteer college student piano teachers. They participated in a series of lessons and in a recital performance for parents and friends. The initial program was a tremendous success, and students continued to talk about it long after it was completed. In June 2013 after a four-semester gap, the students from The Music Club briefly revived the popular “Keys for Kids” program for three weeks, ending with a sing-a-long with guitar accompaniment in the park adjourning the Parkside Complex. The enthusiasm generated by the three-week session in June continued in the fall 2013, and seven children from the ECEC participated in a series of five lessons in music instruction in the music lab and in a recital for family and friends. The college student teachers added a “sing-a-long” component to the program by organizing and executing a ten-week series of thematic songs to enhance the curriculum. The Monday morning sing-a-longs at the ECEC included over 100 young children. The college students included vocal students and guitarists, and the songs they chose were organized according to the ECEC curriculum for the week. One student served as the coordinator for the program. Another served as the researcher for appropriate songs, another performed the chordal accompaniments on the guitar, and a fourth student designed colorful written song sheets for the teachers on large flip charts. For the keyboard instruction portion, the students made name tags for each of the eight teachers and six students, organized binders with lesson plans and course materials, and discussed pedagogical techniques with the faculty advisor before and after each keyboard lesson. They also discussed the effectiveness of their lesson plans with Ms. Judi Grimes, Director of the ECEC, to make sure they were using appropriate techniques for young children. The program was highly successful and the students are making plans to double the number of young students they can serve with keyboard lessons in spring 2014.

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H. Long Term Major Resource Planning

I. Summary

Year 2013-2016

Goals and Objectives Link to Annual Program Review

Assessment Plan

Year One 2013 (1) Implement the two-year rotation of music courses required for the ADT degree. (2) Institutionalize annual funding for Oxford Music Online database. (3) Identify and implement appropriate teaching spaces for applied music instruction.

2013 APR, Goal 1, a, b, c

(1) Assess newly offered courses offered as part of the ADT degree, specifically MUS-38, MUS-87, MUS-70, MUS-83, and MUS-6. (2) Continue to monitor, collect, and report data on usage of Oxford Music Online database. (3) Assess the availability and effectiveness of assigned teaching spaces for applied music.

Year Two 2014 (1) Hire two, part-time, permanent positions for accompaniment for choirs on keyboards and percussion. (2) Purchase concert-quality grand piano to support instruction and to increase the range of programming for the music concert series. (3) Investigate solutions to the need for rehearsal spaces for choirs and guitar ensembles and scheduling that allows ADT students access to both ensembles for the purpose of completing degree requirements.

2013 APR, Goal 2, a, b, c

(1) Assess vocal program and outreach programs of choirs, including MUS-30, MUS-31, MUS-71, and MUS-83. (2) Assess the effectiveness of the concert series for its impact on college culture and as a tool for training and experience in arts management for music students. (3) Assess the effectiveness of solutions to the need for rehearsal spaces that can be scheduled regularly each semester.

Year Three 2015 (1) Improve access to appropriate on-campus facilities for vocal, choral, piano, and

2013 APR, Goal 3, a, b

(1) Assess the impact on instruction of inadequate (or adequate) facilities for

19

guitar rehearsals and performances. (2) Design, install, or build individual practice rooms with pianos, Wenger Musician chairs, and music stands for student use in preparation for solo performances.

rehearsals and performances of vocalists, guitarists, pianists, percussionists, and other instrumentalists. (2) Assess MUS-32 ABCD, Class Piano, and MUS-37, Class Guitar, for effectiveness in preparing students for required musicianship skills.

Year Four 2016 (1) Address the comprehensive technology needs for instruction in the music program. (2) Relocate the M.I.T. lab and the music lecture room to a more central location to increase visibility of a program that brings people together for shared experiences.

2013 APR, Goal 4, a, b

(1) Develop and implement a new course in Music Technology based on anticipated CSU requirements. (2) Assess the impact on college life of a more visible music program

Unaddressed Major Resource Goals from RCCD 2011 Combined CIPR and from 2011 and 2012 Annual Program Reviews: 1. Purchase a 7-foot or 9-foot concert grand piano for instruction—approximate cost: $100,000 2. Purchase of four, Wenger Corporation-designed “practice rooms” (single source provider) for student use until a permanent facility for practice and performances can be designed and built—cost provided quickly through estimate/bid when funds can be identified—estimate: $100,000. 3. New and/or remodeled facility for music performance and for choir rehearsals and concert presentations—instructional space where grand piano would be housed and secured. Space must include adequate storage for equipment associated with choral program. 4. Purchase of iPads for student use for music theory and ear training, instruction on guitar, and sight singing training for aural skills.—request for 30 @ $400 each = $12,000.

MUSIC Course Assessment Plan Originally Submitted: November 19, 2012; Updated November 4, 2013

MUSIC COURSES OFFERED—PAGE 1

Course Fall 2012

Winter 2013

Spring 2013

Sum 2013

Fall 2013

Winter 2014

Spring 2014

Frequency of data

collection and

analysis

In the last 4 years, how many times

has the course been

assessed?

Next assessment report due

date1

Who will prepare the assessment

report?

MUS-1 when offered * TBD TBD

MUS -3 X X X X annually 2 F2013 Foster

MUS-4 X X when offered 1 S2014 Quin

MUS-5 X when offered 1 F2013 Quin

MUS-6 X when offered

new course for MVC

S2014 Quin

MUS-19 X X X X X X X ongoing 5 2012 Quin/Foster

MUS-20 when offered 1 F2014 Quin

MUS-21 X when offered 2 F2013 Quin

MUS-22 X when offered

new course for MVC

S2014 Quin

MUS-23 X when offered

new course for MVC

S2014 McNaughton (PT)

MUS-25 X X X when offered 1 F2013 McNaughton

(PT)

MUS-26 X X when offered 1 S2014 Foster

MUS-29 when offered * TBD Dower (PT)

MUS-30 X X when 2 F2013 Dower /Mann

MUSIC Course Assessment Plan offered (PT)

MUSIC COURSES OFFERED—PAGE 2

Course Fall 2012

Winter 2013

Spring 2013

Sum 2013

Fall 2013

Winter 2014

Spring 2014

Frequency of data

collection and

analysis

In the last 4 years, how many times

has the course been

assessed?

Next assessment report due

date2

Who will prepare the assessment

report?

MUS-31 X X X when offered 1 S2013 Dower (PT)

MUS-32 X X course deleted because of repeatability 2 course

deleted Quin

MUS-32A X X new course replaces MUS 32 Quin/Hinton

MUS-32B X X when

sufficient enrollment

new course replaces MUS 32 Quin/Hinton

MUS-32C when offered new course replaces

MUS 32 Quin/Hinton

MUS-32D when offered new course replaces

MUS 32 Quin/Hinton

MUS-36 when offered * TBD Foster

MUS-37 X X X X annually 2 S2013 McNaughton (PT)

MUS-38 X annually offered for first time in

S2013

F2013 Quin/Mann/ McNaughton

MUS-53 X when

sufficient enrollment

new course for MVC

Quin

*Course has not yet been taught at MVC because of budgetary constraints.

MUSIC Course Assessment Plan

MUSIC COURSE OFFERED—PAGE 3

Course Fall 2012

Winter 2013

Spring 2013

Sum 2013

Fall 2013

Winter 2014

Spring 2014

Frequency of data

collection and

analysis

In the last 4 years, how many times

has the course been

assessed?

Next assessment report due

date3

Who will prepare the assessment

report? MUS-57 X X X X annually 1 S2014 Dower (PT)

MUS-58 X X X annually 1 F2013 Dower (PT)

MUS-70 X when offered

new course for MVC

S2014 McNaughton (PT)

MUS-71 X when offered

new course for MVC

TBD Dower (PT)

MUS-72 when offered * TBD Quin

MUS-77 when offered * TBD McNaughton

MUS-83 X X when offered

new course for MVC

F2013 Dower (PT)

MUS-87 X when offered

new course for ADT

S2014 Mann/ McNaughton

MUS-200 when offered * TDB TDB

MUS-39* Course deleted from inventory effective 2013-2014 * Course has not been offered yet at MVC because of budgetary constraints.

MORENO VALLEY GUITAR JURIES

STUDENT NAME:___________________________________________________

YEAR:_____________ SEMESTER: FALL / SPRING

NO. OF SEMESTERS TAKING APPLIED MUSIC_____________MUS 38____MUS 87____

INSTUCTOR’S NAME: ________________________________________________

REPERTOIRE: List all pieces studied.

Ratings: 5= Excellent. Outstanding accomplishment or progress. 4= Good. Substantial accomplishment or progress. 3= Acceptable. Minimum accomplishment or progress. 2= Deficient. Lacking progress to present final performance. 1= Badly faulted. Complete lack of work to create final performance.

AREA Rating Comment

Technique Posture, tone production, projection, right and left hand issues

Musicality Includes notes, rhythms, dynamics, phrasing, articulation

Stage Presence Includes, entrance/exit, expression, engagement

OTHER COMMENTS:

REVIEWING FACULTY NAME:___________________________________________

RECOMMENDED ASSESSMENT RESULTS:

Moreno  Valley  College  Voice  Performance  Evaluation  Sheet  (MUS  87  and  MUS  38)  

NAME:  _________________________  

Songs  Performed:  _____________________________________________________________  

 Ratings:    5=  Excellent.  Outstanding  accomplishment  or  progress.  4=  Good.  Substantial  accomplishment  or  progress.  3=  Acceptable.  Minimum  accomplishment  or  progress.  2=  Deficient.  Lacking  progress  to  present  final  performance.  1=  Badly  faulted.  Complete  lack  of  work  to  create  final  performance.      Area                  Rating   Comments  Vocal  Technique  Includes  posture,  breathing,  tone,  vowel  colors,  resonance,  projection  and  legato  phrasing    

   

Musical  Accuracy  Includes  notes,  rhythms,  dynamics,  pitch/intonation,  diction  and  tempos    

   

Presentation  Includes  poise,  expression,  engagement,  phrasing,  mood,  and  projection  of  meaning  

   

OTHER  COMMENTS:  

 

 

 

 

 

FACULTY  EVALUATOR:      __________________________________  

 

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REQUIRED  COURSESMUS-19 - Music AppreciationDescribe the basic elements of music (melody, rhythm, harmony, etc.) and apply them to music of the Western European tradition. Breadth of Knowledge - Understand the basic content and modes of inquiry of the major knowledge fields. I ID

Recognize musical styles from the major periods in the Western European tradition. Critical Thinking - Recognize and assess evidence from a variety of sources. I

Describe formal structures used in music of the Western European tradition. Breadth of Knowledge - Understand the basic content and modes of inquiry of the major knowledge fields. I I

Identify aurally musical themes and compositions from the Western European tradition. Critical Thinking - Generalize appropriately from specific contexts. I D

Listen to, compare, and discuss various styles of music. Critical Thinking - Integrate knowledge across a range of contexts. I DAttend an approved concert of live music and critique it using appropriate terminology. Application of Knowledge - Be lifelong learners, with ability to acquire and employ new knowledge. ID M

MUS-22 - Survey of Music LiteratureAnalyze Western music compositions. Critical Thinking - Recognize and assess evidence from a variety of sources. Breadth of Knowledge - Respond to and evaluate artistic expression. M M M

Recognize musical styles in Western music through listening and score study. Communication Skills - Read college-level materials with understanding and insight. Breadth of Knowledge - Respond to and evaluate artistic expression. M M M

Describe Western music compositions using musical examples. Communication Skills - Write with precision and clarity to express complex thought. Breadth of Knowledge - Respond to and evaluate artistic expression. M M M

MUS-26 - Film Music AppreciationDescribe the functions of Film Music and the ways that music is used to enhance a film's impact. Critical Thinking - Recognize and assess evidence from a variety of sources. I ID

Understand the timeline of cinema from 1927 to the present and relate film music to the trends of cultural popularity of the times. Information Skills - Locate, evaluate and use information effectively. I ID

Compare and contrast film music styles with other styles of music. Critical Thinking - Construct sound arguments and evaluate arguments of others. I IDM

MUS-4 - Music Theory IConstruct four-voice diatonic music compositions by interpreting a figured bass. Critical Thinking - Integrate knowledge across a range of contexts. Application of Knowledge - Maintain and transfer academic and technical skills to workplace. IDM ID

Compose original four-voice diatonic music compositions using Common Practice period techniques. Application of Knowledge - Maintain and transfer academic and technical skills to workplace. Breadth of Knowledge - Analyze experimental results and draw reasonable conclusions from them.

D M D

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28

29

3031

32

33

3435

36

37

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Analyze diatonic music compositions from the Common Practice period. Critical Thinking - Recognize and assess evidence from a variety of sources. Breadth of Knowledge - Respond to and evaluate artistic expression. D M D

Sing complex diatonic melodies at sight using solfège syllables. Communication Skills - Speak with precision and clarity to express complex thought. Application of Knowledge - Maintain and transfer academic and technical skills to workplace. DM DM

Notate complex diatonic melodies and chord progressions from aural examples. Communication Skills - Write with precision and clarity to express complex thought. Application of Knowledge - Maintain and transfer academic and technical skills to workplace.

DM DM DM

Demonstrate major and minor scales, intervals, triads, seventh chords and diatonic chord progressions using the piano. Critical Thinking - Integrate knowledge across a range of contexts. Application of Knowledge - Maintain and transfer academic and technical skills to workplace.

DM DM

ELECTIVE  COURSESMUS-30 - Class VoiceApply the necessary skills to develop a free, coordinated vocal tone with increased range, volume, and flexibility. Critical Thinking - Integrate knowledge across a range of contexts. Application of Knowledge - Maintain and transfer academic and technical skills to workplace.

I I

Identify and demonstrate the principles of proper diction. Critical Thinking - Integrate knowledge across a range of contexts. Application of Knowledge - Maintain and transfer academic and technical skills to workplace. I

Analyze and compare musical style periods and representative literature. Critical Thinking - Recognize and assess evidence from a variety of sources. Breadth of Knowledge - Respond to and evaluate artistic expression. I I D ID

MUS-31 - College ChoirDemonstrate proper vocal technique, including posture, breathing and vowel placement. Application of Knowledge - Be lifelong learners, with ability to acquire and employ new knowledge. ID I

Recognize and distinguish balance, blend, diction, and intonation. Communication Skills - Listen thoughtfully and respectfully to the ideas of others. ID D

Interpret and express a variety of choral literature through public performance, including the music of other cultures. Global Awareness - Demonstrate understanding of alternative political, historical and cultural viewpoints. ID I M

MUS-32 - Class PianoPlay major and minor scales hands together with increasing speed and accuracy.. Critical Thinking - Integrate knowledge across a range of contexts. IDM

Interpret at sight increasingly difficult pieces, hymns, and/or accompaniment with challenging musical notations and symbols. Critical Thinking - Integrate knowledge across a range of contexts. IDM ID

Harmonize melodies using primary and secondary chords. Breadth of Knowledge - Respond to and evaluate artistic expression. IDM ID

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Improvise melodies and harmonies with increasing complexity. Breadth of Knowledge - Analyze experimental results and draw reasonable conclusions from them. IDM ID

Demonstrate transposition of melodies and harmonies. Application of Knowledge - Maintain and transfer academic and technical skills to workplace. IDM ID

Perform repertoire pieces of increasing difficulty with pitch and rhythmic accuracy. Application of Knowledge - Maintain and transfer academic and technical skills to workplace. IDM IDM

MUS-37 - Class GuitarDemonstrate an ability to perform with the guitar using basic chording, chord patterns, fingering, some melodic playing, and tuning techniques. Breadth of Knowledge - Respond to and evaluate artistic expression. IDM ID M

Distinguish and analyze music fundamentals necessary for guitar performance with an emphasis on music notation. Breadth of Knowledge - Respond to and evaluate artistic expression. IDM ID ID

Demonstrate the ability to practice independently while learning songs and guitar technique. Breadth of Knowledge - Respond to and evaluate artistic expression. IDM ID

Demonstrate some knowledge of the guitar’s history, development, major figures and use in a variety of genres. Breadth of Knowledge - Respond to and evaluate artistic expression. IDM

MUS-38 - Beginning Applied Music TrainingDemonstrate proficient performance skills on an instrument or voice.. Communication Skills - Listen thoughtfully and respectfully to the ideas of others. ID IDM IDM

Demonstrate improved technical skill on an instrument or voice.. Application of Knowledge - Set goals and devise strategies for personal and professional development and well-being. ID IDM IDM

Evaluate music concerts appropriate to the instrument or voice studied. Communication Skills - Write with precision and clarity to express complex thought. M M

MUS-39 - Intermediate Applied MusicDemonstrate solo performance skills required for transfer as music majors and/or for professional music fields. Breadth of Knowledge - Respond to and evaluate artistic expression. IDM IDM IDM

Analyze and critique music concerts. Communication Skills - Write with precision and clarity to express complex thought. MPerform in public as a soloist on a recital and jury. Critical Thinking - Integrate knowledge across a range of contexts. IDMMUS-57 - Gospel SingersDemonstrate proper vocal technique, including posture, breathing and vowel placement. Application of Knowledge - Be lifelong learners, with ability to acquire and employ new knowledge. IDM ID IDM

Recognize and distinguish balance, blend, diction, rhythm, and intonation. Communication Skills-Listen thoughtfully and respectfully to the ideas of others. IDM ID IDM

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Interpret and express a variety of choral literature within the African-American gospel tradition through public performance, including the music of other cultures. Global Awareness - Demonstrate understanding of alternative political, historical and cultural viewpoints.

ID ID ID IDM

MUS-58 - Gospel ChoirDistinguish and analyze choral music performance skills, including correct balance, blend, diction, tone production, rhythm, and pitch accuracy.. Critical Thinking - Generalize appropriately from specific contexts. IDM IDM

Evaluate choral music of the African-American gospel traditions and styles and be able to perform this literature with sensitivity, accuracy and artistry.. Breadth of Knowledge - Respond to and evaluate artistic expression. ID IDM IDM IDM IDM

Interpret expressive choral music.. Breadth of Knowledge - Respond to and evaluate artistic expression. ID IDMMUS-77 - Guitar EnsembleDemonstrate the ability to perform classical guitar music in an ensemble. Breadth of Knowledge - Respond to and evaluate artistic expression. IDM ID IDM

Practice and demonstrate the ability to perform ensemble repertoire using appropriate classical guitar technique.. Breadth of Knowledge - Respond to and evaluate artistic expression. IDM ID IDM IDM

Practice and demonstrate playing a variety of styles of music for classical guitar ensemble. Breadth of Knowledge - Respond to and evaluate artistic expression. IDM IDM IDM IDM

MUS-20 - Great Composers and Music Masterpieces to 1820Compare and contrast the musical styles of composers active in Western music from the Medieval, Renaissance, Baroque, and Classical periods through writing, analysis, and listening. Critical Thinking - Recognize and assess evidence from a variety of sources.

ID IDM

Summarize the biographies and careers of composers active in Western music from the Medieval, Renaissance, Baroque, and Classical periods based on the examination of scholarly sources appropriate for the study of music history.. Communication Skills - Read college-level materials with understanding and insight. Global Awareness - Demonstrate understanding of ethnic, religious and socioeconomic diversity.

ID IDM

Write a competent, college-level research paper on a specific composer, a piece of music, and a style of music from the Medieval, Renaissance, Baroque, or Classical periods gathering sources effectively, evaluating them for relevance and reliability, using a system to manage the research process so it leads to a thoughtful and intelligible paper, and employing MLA or Chicago Style conventions at an advanced level to cite and incorporate sources effectively in the finished paper. Communication Skills - Write with precision and clarity to express complex thought.

ID IDM

MUS-21 - Great Composers and Music Masterpieces after 1820Name great composers and their works in the European classical tradition, after 1820. ID IDMDiscuss the contributions of these great composers to the history of music. ID IDMIdentify great composers and their works aurally according to compositional styles defined in classical music since 1820. ID ID IDMDistinguish musical styles in the nineteenth, twentieth twenty first centuries by listening to music of great composers. IDM IDM

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Compare and contrast the various styles that have emerged since 1820 in Europe and the United States and in music of representative composers from other areas of the world. ID IDM

MUS-5 - Music Theory IIConstruct four-voice chromatic music compositions from a given framework.. Critical Thinking - Integrate knowledge across a range of contexts. Application of Knowledge - Maintain and transfer academic and technical skills to workplace. M M

Compose original four-voice chromatic music compositions using Common Practice period techniques. Breadth of Knowledge - Analyze experimental results and draw reasonable conclusions from them. Application of Knowledge - Maintain and transfer academic and technical skills to workplace.

M M M

Analyze chromatic music compositions from the Common Practice period.. Critical Thinking - Recognize and assess evidence from a variety of sources. Breadth of Knowledge - Respond to and evaluate artistic expression. M M M

Sing chromatic melodies at sight using solfège syllables. Communication Skills - Speak with precision and clarity to express complex thought. Application of Knowledge - Maintain and transfer academic and technical skills to workplace. M M M

Notate chromatic melodies and chord progressions from aural examples. Communication Skills - Write with precision and clarity to express complex thought. Application of Knowledge - Maintain and transfer academic and technical skills to workplace.

M M M

Demonstrate chromatic chord progressions using the piano. Critical Thinking - Integrate knowledge across a range of contexts. Application of Knowledge - Maintain and transfer academic and technical skills to workplace. M M M